Abstract
The article is devoted to the actual problem of the future engineers’ professional mobility development in continuing education. Educational policy, based on the concept of continuing education, is designed to promote the knowledge society development. The relationship between higher education and the labor market is becoming a top priority for developed countries. Higher schools are searching for the ways to adapt to the changing demands of the labor market, while the vocational training content takes into account the personality individual needs. Lifelong learning requires highly developed personal qualities such as professional mobility. The article reveals the importance of the higher schools continuing education for the future engineers’ professional mobility development. Studies on the continuing education potential problem are analyzed. The essence of the concepts “continuing education”, “future engineers’ professional mobility” was revealed. To achieve this goal, the analysis of the theoretical foundations of the professional mobility and continuing education problem was made. The structure of professional mobility and its components were defined. Factors groups influence the development of students’ professional mobility in higher schools were identified: pedagogical, psychological, psycho-pedagogical, social economic. The regional factors characteristic of the researched quality development was given. The scientific novelty is the fact that for the first time the pedagogical support of the future engineers’ professional mobility development is grounded in the continuing education. The practical significance of the study is that the presented studies can become a basis for the teachers participating in the creation and implementation of the basic educational programs for the preparation of bachelors and masters.
Highlights
Определена структура профессиональной мобильности и её компоненты
The relationship between higher education and the labor market is becoming a top priority for developed countries
Bulletin of the South Ural State University
Summary
РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ БУДУЩИХ ИНЖЕНЕРОВ В ПРОЦЕССЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ. В статье раскрывается значение непрерывного образования вуза для развития профессиональной мобильности будущих инженеров. Ключевые слова: непрерывное образование, профессиональная мобильность, развитие профессиональной мобильности будущих инженеров в процессе непрерывного образования, группа факторов, психологические, педагогические, психолого-педагогические, социально-экономические факторы, педагогическое сопровождение. Развитие ПМ в процессе непрерывного образования – это социально-педагогический процесс, и как элемент целостной педагогической системы представляет собой комплекс координированных методов, приемов, форм и средств, выделенных для образования организованного, целенаправленного и преднамеренного педагогического воздействия на формирование у будущих инженеров социальнопедагогического опыта, важного в преобразовании требований, которые предъявляет общество к выпускнику технического вуза на рынке профессионального труда и развития профессионально значимого личностного качества – профессиональной мобильности.
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